At Hankidz, children water, nurture and harvest the plants, gaining firsthand experience from the vegetables they grow. Photos: Eats, Shoots & Roots
In the wake of growing environmental issues and climate change, there is increasing realisation that traditional classroom settings, while foundational, may not fully equip our children to navigate the complexities of the future.
This understanding has quietly sparked a global shift towards incorporating more outdoor classrooms and garden-based learning into the education curriculum. Various public and private educational institutions, ranging from preschools up to universities, are experimenting with outdoor classrooms.
These spaces, such as edible gardens or parks, allow students to explore subjects like Science, Maths and Art in a more dynamic and interactive way.
More than just about plants and play, they represent a fresh and much-needed shift in how we educate our children.
Emphasising sustainability and ecological awareness, they foster a deep connection to the environment, promote physical and mental wellbeing, and inspire curiosity and creativity, offering a holistic approach to education.
But what do these classrooms look like in practice in the city, and how are they impacting students and teachers? Through conversations with educators, we get a glimpse into their motivations, challenges and the transformational potential of these initiatives in their community.
The teacher’s role
Across various institutions experimenting with outdoor classrooms, one common factor stands out: the pivotal role of the teacher. These spaces are often championed by educators – deeply committed to environmental stewardship – who lead by example and inspire their students to connect with nature.
At SK Kiaramas, students from Primary 3-6 and preschool, particularly those in the Alam Sekitar Club, attend gardening classes every three weeks, learning about composting and plant care with support from Eats, Shoots & Roots.
At Rimbun Montessori in Kuala Lumpur, co-founder Ngeow Pui Lin emphasises how teachers are essential in laying the foundation for curiosity and the importance of hands-on learning.
“The way they approach the space – by allowing students the freedom to explore and building confidence in nature – sets the tone for how children will learn in these environments. We try to let the kids have ample garden time to run around and explore in the garden, dig holes, play with mud or search for bugs. So the kids get to be dirty and run free in the garden.”
Thomas Williams, a Science and Maths primary school teacher and head of sustainability at Desa Park City International School, says his passion for the environment influences his teaching approach and he encourages the students to get their hands dirty.
“When we first started the edible garden, the kids were hesitant about worms and insects,” Williams recalled. “But within a couple of weeks, their attitudes shifted, and they began to understand the role of these creatures in maintaining healthy soil.”
It’s also worth noting that the journey of outdoor education is just as transformative for the teacher as it is for the student, and can be a daunting process without guidance. For Eng Kia Hun, the principal of Hankidz Puchong, initially, the garden was a challenge for both teachers and students, primarily due to a lack of knowledge and experience in gardening.
At Park City International School, the outdoor classroom includes a Malaysian flower garden and an edible garden.
“I was very gung-ho at the start,” Eng admitted. “We planted sunflowers, but they didn’t grow as expected. Failure was part of the learning curve, realising that we needed to understand what would thrive in our climate.”
What difference does it make?
Outdoor classrooms have proven to be transformative environments, unlocking hidden potential in students and fostering valuable life skills.
Aliza Alexander, head of co-curriculum at SK Kiaramas in Kuala Lumpur, shared: “We introduced composting and were surprised by the students’ reactions. One student, who was usually quiet and reserved, became incredibly engaged when learning about soil organisms. He went from being a shy observer to leading discussions with his peers.”
This shift highlights how outdoor classrooms can activate latent interests and talents in students, particularly those who might struggle in traditional academic settings.
Ngeow emphasised how the school’s edible garden is more than a space for growing plants; it’s a dynamic teaching tool.
“The kids have learned that everything takes time,” Ngeow explained. “In an era of instant gratification, it’s crucial for children to understand that plants don’t grow overnight. They learn to nurture, wait and eventually reap the rewards of their hard work.”
This hands-on approach cultivates a deeper appreciation for the natural world, something that cannot be replicated in a traditional classroom setting.
The space also allows teachers to nurture children’s natural curiosity and desire to explore.
“Children have an innate drive to discover and learn,” she says. “It’s crucial to create an environment where they can satisfy this curiosity – whether it’s getting their hands dirty, observing insects, or examining worms – without fear or constraints.”
Williams highlighted another critical aspect of outdoor learning: understanding ecological balance.
“It’s not just about planting seeds; it’s about understanding the intricate balance of nature,” Williams said.
This approach instils a comprehensive understanding of environmental systems and their interconnectedness.
Similarly, Eng observed that the garden programme nurtures a sense of responsibility in older children.
“They’d ask, ‘When will my plants grow?’ and learn the importance of watering and caring for their plants to see them thrive.”
However, she noted an unexpected challenge: While the children were excited about growing vegetables, they were less enthusiastic about eating them.
“The kids are very smart,” Eng added with a smile. “They’ll try a bite to be polite, but they still need time to adjust to eating vegetables.”
Ready, Set, Grow! is a column brought to you by Eats, Shoots & Roots, a social enterprise with the aim of connecting people to nature through growing food.
Get in touch with them on Facebook and Instagram for more information on their educational programmes for schools and educators.
